Fri 8/17 - Archetype Selfie (with captions) due (assignment here); Bring in independent novel!
Upcoming Due Dates:
Thur 8/23 - Knapsack Cultural Narrative due (assignment here)
Monday, August 13
Learning Goal(s): Explore the concept of culture and the role it plays in personal perceptions; compose a short explanatory text
Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
Agenda:
- Sign out SpringBoard book!
- In your SpringBoard book, explore the term “culture” (page 5). Work through “Defining Culture,” #1-6.
- In partners, create a Wikipedia entry for an item from your culture for someone who has never seen anything like it before. Your entry must provide a drawing of the item and explain the object to an audience that is unfamiliar with what it is, how it is used, and how it connects to your culture (and personally to you). Be sure to:
- Provide a visual
- Describe the object clearly using vivid and concrete language.
- Explain how the object connects to your culture.
- Explain the significance of the object to you.
- Use a professional tone, complete sentences, and proper grammar and mechanics.
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Tuesday, August 14
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary. Begin reading a model narrative text.
Targeted Standards: ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
- In pairs, turn to page 9 in your SpringBoard text. Set a purpose for reading: Underline or highlight information that helps you define the concept of cultural identity. Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
- Read “What is Cultural Identity” by Elise Trumbull and Maria Pacheco. Use underlining and circling from the “Setting a Purpose for Reading” instructions as you read aloud with a partner. (One partner reads odd paragraphs, one partner reads evens.)
- As a pair, discuss THEN respond in writing to each of the following questions after the text: #2, #3, #5, #7-9.
- Ponder and Respond: Write about a time you experienced conflict with a parent or guardian. What was your motivation? What was your parent’s/guardian’s motivation? How was the conflict resolved? Why do you think the parent/child relationship often includes conflict? Is conflict inevitable? Why or why not?
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Wednesday, August 15
Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.
Targeted Standards: ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Agenda:
- Discuss our Ponder and Respond from yesterday in a whole-class setting. (Why do you think the parent/child relationship often includes conflict? Is conflict inevitable? Why or why not?)
- Review internal vs. external conflict (“Literary Terms” box on page 21)
- On page 21 in your SpringBoard book, read the “Setting a Purpose for Reading.”
- Class read-along (recording is 29 minutes): “Two Kinds” by Amy Tan - As your teacher plays the audio, be sure to mark for conflict. At each chunk, your teacher will pause the recording to allow you time to identify whether each instance you located is an example of internal or external conflict. Pick two different colors to highlight the different types!
- Whole-body Discussion: Examine your color ratios between internal and external conflict. Is the conflict in the story primarily internal or external? Move to one side of the room for INTERNAL, the other side of the room for EXTERNAL. Bring your book!
- Now that you’ve moved, speak with various people on your side of the room. Group into smaller sections (no more than three per group) and, on a piece of paper, collectively write a CLAIM STATEMENT that argues your side (that the conflict is primarily external/internal). Then find the THREE most effective pieces of evidence. Create lead-ins and citations for each. Provide INTERPRETATION for each piece of evidence. Remember that your interpretation should clearly explain how your piece of evidence proves your claim! Provide a CONCLUDING statement.
- Share out your group CEI paragraph.
- Turn to page 32 in SB and read the “Check Your Understanding” section. On a post-it, write a THEME statement for “Two Kinds” and post it on the butcher paper provided by your teacher.
- Continue Archetype Selfie with captions assignment (assignment here) - Due Fri., 8/17
Thursday, August 16
Learning Goal(s): Demonstrate your understanding of your own culture through constructing a narrative.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Agenda:
- All classes meet in the computer lab to work on Knapsack Cultural Narrative (assignment here) - due Thursday, 8/23.
- Complete Archetype Selfie with captions assignment (assignment here) - Due TOMORROW!
- Continue working on Knapsack Cultural Narrative (assignment here) - due Thurs. 8/23
Friday, August 17
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype. Continue reading your chosen independent reading text to work towards completing your one-pager!
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Agenda:
- In your Interactive Notebook, turn to the Ponder and Respond section. Respond to the following prompt:
- Read the following from Thomas C. Foster's How to Read Literature Like a Professor: “Here’s what I think we do: we want strangeness in our stories, but we want familiarity, too. We want a new novel to be not quite like anything we’ve read before. At the same time, we look for it to be sufficiently like other things we’ve read so that we can use those to make sense of it. If it manages both things at once, strangeness and familiarity, it sets up vibrations, harmonies to go with the melody of the main story line. And those harmonies are where a sense of depth, solidity, resonance comes from. Those harmonies may come from the Bible, from Shakespeare, from Dante or Milton, but also from humbler, more familiar texts." Based on this passage and your own thinking, what is the significance of an archetype? What is its connection to theme? What do archetypes teach us about humanity/the human condition?
- Think, Pair, Share: Share your response with a partner, then share with the class.
- Meet in your Archetype groups! Introduce yourself and explain your selfie project. Then, follow the instructions to complete this activity!
- PICK UP a piece of butcher paper and markers.
- On your butcher paper, WRITE your archetype’s name and DECORATE the paper with appropriate symbols to represent the archetype. (You may cut down the butcher paper as needed)
- TAPE/GLUE all group members’ selfies/captions onto the paper.
- WRITE each group member’s name (first name & last initial) on the front of the poster, next to his/her selfie.
- WRITE your class period number.
- TAPE your poster to the wall.
- WRITE your name on your Archetype Selfie assignment sheet/rubric and SUBMIT to the inbox for grading
- Get out your book for independent reading time! If you have changed books, be sure to inform your teacher!
- Continue working on Knapsack Cultural Narrative (assignment here) - due Thurs. 8/23